Focus and Scope

Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. 


EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. 


Accordingly, EPAA/AAPE does not have a pre-determined number of articles to be rejected and/or published. Rather, the editorial team believes that the quality of the journal should be assessed based on the articles that we publish and not the percentage of articles that we reject. For EPAA/AAPE, “inclusiveness” is a key criteria of manuscript quality. 


EPAA/AAPE publishes articles and special issues at roughly weekly intervals, all of which pertain to educational policy. Priority is given to (1) empirical works (e.g., analytical pieces in which authors collect and analyze data in systemic ways, made clear and explicit); that are (2) significant and substantively contribute to our current thought and knowledge about the area(s) of research examined (e.g., the work provides adequate evidence that expands, corrects, or strengthens current conceptual and/or methodological discussions within the field; the work presents original data; or the work re-uses existing data while applying novel methodologies); and that (3) directly pertain to educational policy, are situated within relevant educational policy literature, and have explicit implications for educational policy.


The Editorial Board may also consider other forms of educational policy-relevant articles such as:

  • methodological or theoretical articles
  • commentaries
  • systematic literature reviews


Section Policies

English Quantitative/Qualitative

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Spanish Qualitative/Quantitative

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Portuguese Quantitative/Qualitative

Checked Open Submissions Checked Indexed Checked Peer Reviewed

Special Issue: Critical Policy Analysis in Education: Exploring and Interrogating (In)Equity Across Contexts

Deadline: May 31, 2021

  • Jeffrey Brooks
  • Sarah Diem
Unchecked Open Submissions Checked Indexed Checked Peer Reviewed

Peer Review Process

Manuscripts submitted to EPAA/AAPE are first assessed for general fit with the journal scope and for the quality of writing. Manuscripts sent out for full blind review are read by up to 5 referees. Review time is typically 4-6 months. Review time may be longer for manuscripts more than 10,000 words in length or require reviewers with unusual types of expertise.

Scholars interested in reviewing for the journal should register at and include 3-5 keywords describing their areas of interest and methodological and substantive expertise. 

EPAA/AAPE is a partner journal with Publons, and strongly encourages reviewers to register and track and verify their peer reviews with this service. Use the journal title Education Policy Analysis Archives [in English] to get recognition for reviews with the journal.


Publication Frequency

EPAA/AAPE publishes articles weekly.


Open Access Policy

EPAA/AAPE is available online at no cost to authors and readers. Authors retain copyright without restrictions, and readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and EPAA/AAPE, the changes are identified, and the same license applies to the derivative work. Read more about our Creative Commons license at


EPAA/AAPE is supported by the Mary Lou Fulton Teachers College at Arizona State University and is a member of the Free Journal Network (FJN), which promotes scholarly journals run according to the Fair Open Access model (that is, journals that are controlled by the scholarly community, and have no financial barriers to readers and authors).

EPAA/AAPE is also a signatory of the Budapest Open Access Initative.



This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...


Self-Archiving Policy


EPAA/AAPE encourages the open communications between researchers and supports the posting of preprints, post prints, and publisher's versions in any repository without embargo. The posting of preprints will not considered prior publication, and thus, will not jeopardize consideration of a manuscript.


We ask authors to: (1) disclose details of preprint posting, including DOI and licensing terms, upon submission of the manuscript or at any other point during consideration; and (2) once the preprint is published, to ensure that the preprint record is updated with a publication reference, including the DOI and a URL link to the published version of the article on the journal website.


Statement on Publication Ethics

Duties of Editors

  • Editors who have a significant conflict of interest connected with a paper will declare it to the other editors and will avoid participating in the decision process.
  • Editors may submit papers to the journal, but only as co-authors. If they do so, then all information about the processing of those papers will be hidden from their view and they will have no part in the decision process.

Duties of Reviewers

  • Reviewers asked for quick opinions are expected to be objective and to provide them promptly. Should they have a conflict of interest, or should they lack the expertise to make a judgment with confidence, they should make this clear to the editors and should decline to review the paper.
  • Reviewers are expected to keep confidential the information that the paper has been submitted to EPAA/AAPE, except that if the paper is rejected and the reviewer receives it again to evaluate for another journal, then the information that the paper has been rejected by EPAA/AAPE may be shared (confidentially) with the editorial board of the other journal.
  • Is not reasonable to expect a reviewer to check the correctness of a paper down to the last detail. Thus, publication in EPAA/AAPE should not be considered an absolute guarantee of correctness, just as in practice it is not a guarantee for any other journal. Readers who discover important errors in EPAA/AAPE papers are strongly encouraged to report them to the journal: if we are made aware of an error, we will work with the authors to correct the error and republish the corrected version of the article.

Duties of Authors

  • Authors should submit original work only. Any results that are not due to the authors should be clearly cited. Copying or paraphrasing substantial parts of another paper (e.g., single text excerpts more than 400 words or a series of text excerpts more than 800 words, more than three tables or figures) without attribution is unacceptable, as is any other form of plagiarism. (see Sections 1.16 and 12.17 in the Publication Manual of the APA 7th ed. for more details).
  • No paper should be submitted to EPAA/AAPE that is already published elsewhere or is being considered for publication by another journal.
  • Authors who discover important errors in their articles, whether published or under consideration for publication, should notify the journal (editor or managing editor) promptly.

Duties of the Publisher

  • EPAA/AAPE is committed to the permanent availability and preservation of scholarly research and ensures accessibility to EPAA/AAPE publications. The publisher is responsible for upholding the ethical performance of duties for editors, reviewers, and authors. 


Statement on Impact

Education Policy Analysis Archives /Archivos Analíticos de Políticas Educativas (EPAA/AAPE) is a leading, open-access, multilingual, and interdisciplinary journal in education policy in the world. Established by Dr. Gene V Glass in 1993, currently led by Lead Editor Dr. Audrey Amrein-Beardsley and Consulting Editor Dr. Gustavo E. Fischman, and supported by the Mary Lou Fulton Teachers College at Arizona State University, EPAA/AAPE is designed for researchers, practitioners, policy makers, and a general public interested in education policy. Every week, EPAA/AAPE publishes original, peer-reviewed, empirical articles, commentaries, and special issues in English, Spanish, and Portuguese.


The following characteristics distinguish EPAA/AAPE from other scholarly education journals in terms of impact, as per the guidelines for publishers set forth by the San Francisco Declaration on Research Assessment (DORA), of which EPAA/AAPE is a proud co-signer.


In 2019:

  1. EPAA/AAPE is the highest ranked open access journal in the “education policy” category and the #3 education policy journal as per Google Scholar (h-5 index of 37, h-5 median of 46) (after Educational Evaluation and Policy Analysis [h-5 index of 40, h-5 median of 62, published by Taylor and Francis] and Journal of Education Policy [h-5 index of 37, h-5 median of 60, published by AERA].
  2. EPAA/AAPE articles were indexed in more than 20 registries, including CAPES (Qualis A1 rank - Brazil), DIALNET (Spain), the Directory of Open Access Journals, EBSCOhost, Scopus (SJR ranking - Quartile 2), ERIC, PubMed, SOCOLAR (China), and Web of Science Emerging Sources Citation Index, among others.
  3. EPAA/AAPE has a 12% acceptance rate, following a rigorous double-blind peer review process with three referees reviewing each manuscript.
  4. In 2019, EPAA/AAPE published 160 articles (75 in English, 50 in Spanish, and 35 in Portuguese) working with 384 authors representing 18 countries, and involving 350-400 reviewers.
  5. EPAA/AAPE has over 17,000 subscribers.
  6. A total of 617,162 EPAA/AAPE articles were downloaded directly from the website. Another 43,794 views and 52,286 downloads were recorded by the ERIC database during 2019. Since 2014, EPAA/AAPE articles have received more than 7,000 citations.
  7. In recent years, EPAA/AAPE articles have been featured or mentioned in popular news media outlets including The New York Times, Inside Higher Education, Prospects, and local newsletters, bulletins, websites, and prominent education blogs.


Based on a 2019 survey of EPAA/AAPE users, most authors choose to publish in EPAA/AAPE because it is one of the most efficient journals in the field and it is Diamond Open Access, that is, without author or reader fees. Under EPAA/AAPE’s Creative Common’s license, the author(s) own the copyright and are free to share their work without restriction. Some EPAA/AAPE articles appear in published books, blogs, and translations, adding to their visibility and potential for impact. EPAA/AAPE attracts high quality research by establishing rigorous standards, an efficient process for publication, and a recognized cadre of leadership. EPAA/AAPE’s English-, Spanish-, and Portuguese-language Editorial Teams and Editorial Boards include established, respected scholars of education and education policy research in their respective countries. Importantly, all EPAA/AAPE Associate Editors are Associate or Full Professors, and several EPAA/AAPE Editorial Board members and authors have appeared in recent Edu-Scholar Public Influence Rankings, including Alfredo Artiles, Linda Darling-Hammond, David C. Berliner, Gene V Glass, Christopher Lubienski, Kevin Welner, and others.


In addition, since its establishment, the leadership of EPAA/AAPE has continually strived to address challenges to the field of scholarly publishing by pioneering (1) a continuous publication cycle, (2) multilingual special issues, and (3) a model of a distributed Associate Editor leadership. EPAA/AAPE offers a responsible space for good scholarship independent of language and conceptual orientation, maintains gender balance among all leadership levels and authorship, and actively supports junior and emerging scholars, while remaining a journal in which well-established scholars strategically choose to publish.


In short, EPAA/AAPE is recognized as a highly visible and impactful open-access journal, and we continually aim to innovate education scholarship and facilitate high quality, effective, influential, and accessible research. Please contact me at if you request clarification on the above points.


Sincerely and on behalf of the EPAA/AAPE Editorial Team,


Audrey Amrein-Beardsly, PhD

EPAA/AAPE Lead Editor


Mary Lou Fulton Teachers College                         

Arizona State University


Gustavo E. Fischman, PhD

EPAA/AAPE Consulting Editor


Mary Lou Fulton Teachers College                         

Arizona State University

Stephanie McBride-Schreiner, PhD

Publications Manager

Mary Lou Fulton Teachers College                         

Arizona State University


Punya Mishra, PhD

Associate Dean, Scholarship and Innovation


Mary Lou Fulton Teachers College                         

Arizona State University